Heuristic and Algorithmic Approaches to Algebraic Problem Solving in Secondary Schools in Bayelsa State, Nigeria

Abstract

This study is a comparative experimental study of heuristic and algorithmic approaches to algebraic problem solving in secondary schools in Bayelsa State. The study discussed the problems of algebraic reasoning and some over-reliance on memorizing procedures that have been raised in the teaching of mathematics in secondary schools. This study in particular examined the achievement and retention differences between students taught using heuristic versus algorithmic methods. Quasi experimental pretest, posttest and retention test design was used with 240 students of Senior Secondary School Two from six public secondary schools. The data were obtained from the results of Algebraic Problem Solving Achievement Test, which was validated by mathematics education and educational measurement experts. Data was analyzed using Mean, SD and ANCOVA. Results showed that the students taught using heuristic instructional approach obtained the higher post test scores and had higher retention ability as compared to students taught by algorithmic approaches. It was concluded from the study that the heuristic instruction facilitated deep concept understanding, strategic thinking and retention in algebraic problem solving more than the conventional procedural instruction. The study suggested that there is a need to incorporate heuristic instructional approach in secondary school mathematics teaching and learning to enhance students' analytical ability and performance in solving mathematical problem.